Entry in the teaching profession is often dependent on a number of steps or phases involving standardized assessments and performance assessments. The relationships between and among the variables incorporated in such instruments are typically assumed, but not neccessarily substaniated. Futhermore, the relationships between the variables assessed and factors involved in teacher preparation have not been investigated. This study was designed to investigate the nature of such relationships in one particular case. The purpose of this study was intended to address relationships by investigating the factors identified by novice teachers as influencing their performance. Additionally, this study addressed whether the mentoring component increased teachers'' sense of their capacity to teach effectively.